Research is important aspect to the CECS program. Research projects increase the knowledge within our field while allowing graduate students to be actively involved in projects that enhance their educational experience.
The CECS program has had a strong history of enhancing its research and reputation through grant funding. From 1999-2005, over 20 million dollars in funding was obtained. Research efforts within the CECS program are focused through faculty and through two of the most productive research centers on the UNT campus: TCET (Dr. Poirot) and IITTL (Dr. Knezek).
Research Centers
The Texas Center for Educational Technology was founded in 1989. Legislatively funded for three years, TCET came to UNT as a result of a competitive grant award, winning over proposals from Texas A&M, UT-Austin, Texas Tech, and others. Since its inception, TCET has been the most successfully funded center at UNT. The Texas Center for Educational Technology facilitates and conducts research; develops and evaluates collaborations between industry, education, and educational communities; and serves as a focal point within the State of Texas and beyond in order that instructional technology can be created and adapted for integration into the educational programs of our state and nation.
The Institute for the Integration of Technology into Teaching and Learning was founded in 1999 to promote the infusion of information technologies into daily teaching/learning practices. IITTL compliments TCET by working at the classroom technology integration level. It has generated numerous national and international papers and has also been highly successful in obtaining grants.
Research Labs
The Educational Computing Research and Development Lab serves the doctoral students, as well as all CECS students and faculty, in their pursuit of high quality research. The ECMP R&D Lab offers several services for faculty and staff to assist in achieving their academic goals in the areas of Educational Computing, Instructional Technology, and technology-based Learning Systems. The lab is located in room G150, at the Discovery Park in Denton, Texas.
The 3D Learning Environment Research Lab was established in 2003 to promote research into 3D online learning environments. The 3D Lab is looking into how 3D environments impact learning and how such technology can be deployed into educational settings. 3D environment creates a context or scaffolding for interaction using 3D presentations to engage and/or immerse the student into a situation for learning.
DRIL is the Design+Research Initiative Laboratory at the University of North Texas. Established in 2006, its goal is to create digital designs for learning that are systematically studied for their effectiveness. Based on this research, we plan to produce digital designs that capture students' imaginations and improve learning in all settings.
CECS Dissertations
The following is a list of dissertations produced by graduates of the CECS Educational Computing Doctorate. Also listed is the position that was held after graduating with their doctorate in Educational Computing.
2006
Huett, J. (2006). The effects of ARCS-based confidence strategies on learner confidence and performance in distance education. (Doctoral dissertation, University of North Texas, 2006). Digital Dissertations via author. Position after Graduation: Assistant Professor, University of West Georgia
Morales, C. (2006). Cross-cultural validation of the will, skill, tool model of technology integration. (Doctoral dissertation, University of North Texas, 2006). Digital Dissertations via Proquest, 66 (11). Position after Graduation: Head of the Dept. of Curriculum Design and Academic Planning, Center of Studies on Communication and Educational Technologies, Latin American Institute of Educational Communication (ILCE)
Hancock, R. J. (2006). Relationship of technology expenditures to student achievement in texas public school districts. (Doctoral dissertation, University of North Texas, 2005). Digital Dissertations via Proquest, 66 (11). (AAT 3196151). Position after Graduation: Assistant Professor of Educational Leadership and Technology Technology, Southeastern Louisiana University
Hunnicutt, R. L. (2006). The relationship of the learning styles of high school teachers and computer use in the classroom. (Doctoral dissertation, University of North Texas, 2005). Digital Dissertations via Proquest, 66 (11). (AAT 3196153). Position after Graduation: Director - Technology Services, Grapevine-Colleyville Independent School District
2005
Worrell, P. L. (2005). The use of journaling as a means of reflection for greater technology implementation among teachers. (Doctoral dissertation, University of North Texas, 2005). Position after Graduation: Assistant Professor of Instructional Technology, Texas A&M University - Texarkana
Brubaker, D. D. (2005). An assessment of technology learning styles, skills, and perceptions among teachers of grades pre-kindergarten through four. (Doctoral dissertation, University of North Texas, 2005). Digital Dissertations via Proquest, 65 (12). (AAT 3157470). Position after Graduation: Principal, Durham Intermediate School, Carroll ISD
2003
Smolka, J. L. (2003). Participant's perception of online staff development and learning tools. (Doctoral dissertation, University of North Texas, 2003). Digital Dissertations via Proquest, 64 (06), 2053. (AAT 3095381). Position after Graduation: Program Coordinator for the MEd program, Western Governors University
Walton, D. L. (2003). The impact of computer-mediated instruction on sensory cognitive factors in literacy learning. (Doctoral dissertation, University of North Texas, 2003). Digital Dissertations via Proquest, 64 (12), 4361. (AAT 3117280).